2020年小学英语口语课题研究计划
优秀报告范文：小学英语口语课题研究策划正文
小学英语口语课题研究策划正文应用前期课题研究结题成果，从强化英语口语练习进手，分析影响学生口语能力的几种因素，探讨进步学生口语能力的基本策略，充分发挥教师的聪明，发掘学生的口语潜力，切实进步学生的口语能力。
二、研究内容与策略1、研究课堂教学中增强英语口语表达实践环节。
成心识地培养学生的口语交际能力。
课堂上加强各环节的口语练习。
采用读字母、读单词、读句子、编对话、演小品、演课本剧等多种情势充分练习学生的口语表达能力、口语交际能力及表演能力，使学生的口语能力在课堂上得以进步。
2、展开各种情势的课外英语实践活动，锻炼学生口语交际能力。
教师在课余尽量多举行校级英语口语的比赛、带学生多参加更高一级的英语口语比赛，进步学生练习英语口语的积极性，刺激学生的表演欲，让全体学生都参与到课后练口语的活动中来，使学生的口语能力在课外生活中得以进步。
3、加强口语能力的考核评价。
将英语口语测试这一能力纳进平时的各类测试中，测试结果作为平时成绩记载，充分进步学生对英语口语的重视程度，在测试中应用读、说、演等多种情势进一步强化学生的口语表达能力，练习学生的心理素质。
三、着力完成的几项任务、全面落实新课标要求，使每位学生都能把握一定的语言基础知识和基本技能，建立初步的语感，为真实交际打下扎实基础。
2、编写成套的口语练习案例。
3、通过总结课题研究成果，构成一条以课堂教学为主的口语练习模式4、范文写作每个月组织举行一次不同情势英语口语比赛，例如：英文诗朗读、情形短剧表演（主要以对话为主）、英文故事朗诵等。
四、研究过程当中所采用的方法1、个案法：对不同层次的学生作好个案记录与分析，力求公平、客观、公正；2、活动研究法：在各种活动中不断调剂、改进研究策略及方法，调剂研究方案等；3、案例研究法：做好个案搜集，回类工作，从典型案例中找出规律，揭露规律。
那一世范文网小学是学生学好英语的基础和关键时期，同时培养学生具有良好的语感、语音、腔调，使他们初步构成用英语进行简单平常交换的能力，是非常重要的。
XXX小学英语口语课题研究计划
XXX小学英语口语课题研究计划研究背景随着国际化进程的加快，人们对英语的需求越来越大。
作为全球通用语言，英语已经成为了国际交流与合作的必备工具之一。
而在学龄前儿童中，其英语学习效果与口语能力的培养将对其未来的学习与职业发展产生深远的影响。
故而，我们认为，提高学龄前儿童的英语口语能力和教学效果是非常必要和重要的。
研究目的本研究旨在探讨学前英语口语教学的关键方法和实现途径，以期提高学前英语口语类课程的教学效果和针对性。
具体研究目的如下：1.探讨学前英语口语教学的核心概念；2.分析目前学前英语口语教学存在的问题；3.提出优化学前英语口语教学的方法和建议；4.阐述学前英语口语课程的教师培训和课程开发。
研究方法本研究将采用文献综述法和实证研究法相结合的方式来进行。
首先，在文献综述的基础上，分析目前学前英语口语教学所存在的问题以及相关措施和方法。
其次，我们将设计相关实验并对实验结果进行统计和分析，以验证我们提出的措施是否能够有效提高英语口语类课程的教学效果。
最后，针对研究结果进行归纳整合，形成相对系统的结论和建议。
研究内容和步骤研究内容1.学前英语口语教学的核心概念；2.目前学前英语口语教学所存在的问题分析；3.优化学前英语口语教学的方法和建议；4.学前英语口语课程的教师培训和课程开发。
研究步骤1.确定研究方向和研究内容；2.文献综述法，对目前学前英语口语教学的情况进行综述；3.实证研究法，设计实验并进行数据收集和分析；4.分析并总结实验结果，得出结论和建议；5.撰写研究报告。
研究成果与预期效益本研究的成果主要包括：1.学前英语口语教学的核心概念和相关问题分析；2.优化学前英语口语教学的方法和建议；3.学前英语口语课程的教师培训和课程开发；4.研究报告和相关学术论文。
预期效益：1.为学前英语口语教学提供科学的指导和方向；2.增强学前英语口语教学的针对性和实际效果；3.提高学前儿童的英语口语水平和交际能力；4.对于学前英语口语的研究和推广有一定的价值。
小学英语口语课题研究工作计划
英语，是人们在生活中进行交流表达的一种语言，它来自生活，并为生活所用。
下面为大家带来了小学英语口语课题研究工作计划及相关内容，供大家参考。
小学英语口语课题研究工作计划一、课题研究内容：在英语课堂实践中，创设合理恰当的游戏教学模式，提高学生的兴趣，提高课堂效率。
让每位学生快乐学习，轻松愉快的提高自己的英语水平。
二、课题研究的措施及要求：1、教研组成员应认真地学习相关的理论、专著和他人的经验性，在学习中提高认识。
2、教研组成员应努力要提高专业素养，不断提高英语水平，尽可能多的与同行们交流探讨。
3、教研组成员应提高自身运用现代教育技术的能力，要深入的学习和尽可能多的运用多媒体教学手段进行辅助教学。
4、教研组成员应认真备课，精心设计教学环节，珍惜每一次课堂教学实践的机会，写好教学反思。
进行踏实细致的调查分析与总结。
5、教研组成员应注重课题研究的过程，注重自我检讨、反思与实践，定期进行阶段性小结。
三、具体安排：第一学月，主要是落实课题实施计划，通过宣传，召开研讨会，学习课题研究内容和具体实施方案。
第二、三学月，主要开展课题系列研究活动，分成两个方面。
一课堂教学如何运用游戏化教学培养学习兴趣?二，课题教学如何体现师生互动?组织落实成员写体会，撰写教学论文，并于研讨会上进行相互学习和讨论，把理论运用到实际课堂中去，并做好阶段性小结工作。
另外还有，课题组成员结合课题研究内容，协助，青年老师参加学校英语教学汇报课课。
第四个学月的工作有，举行五年六年级学生手抄报比赛，培养学生的兴趣和动手操作能力;举行由付丹霞、邓志宏老师执教的4、5年级英语课堂情境教学汇报课;并围绕课题，落实撰写教学心得和论文，提炼研究成果。
根据计划，紧紧围绕课题的方向，本着实事求是的态度，不弄虚作假，不马虎应付，认真把工作落实到实处。
小学英语口语研究课题实施计划一、课题研究基本做法(一)理解课题研究内涵，为课题研究提供理论基础学校的课题研究是行动研究，强调理论指导下的实践性研究，它既注重解决实际问题，又注重经验的总结、理论的提升、规律的探索和教师的专业发展。
小学英语课堂教学中口语能力培养策略的研究课题实施方案
小学英语课堂教学中口语能力培养策略的研究课题实施方案第一篇：小学英语课堂教学中口语能力培养策略的研究课题实施方案小学英语课堂教学中口语能力培养策略的研究课题实施方案一、研究背景《小学英语课程标准》指出，小学英语教学的主要目的是使学生获得初步运用英语的能力。
近年来，小学英语得到了社会各界的普遍关注，信息化和多元化的社会使人们更加认识到英语的重要性，英语作为最重要的信息载体之一，已成为人类生活各个领域中使用最广泛的语言，它日益成为我国对外开放和与国际交往的重要工具，提高学生的英语口语能力已成为社会的迫切需求。
我校从三年级起开设英语口语课程，通过几年的教学实践，已形成一定的教学特色。
然而客观地反思我们近年来的英语课堂，还存在着许多不尽人意之处，主要体现在：1、课堂模式基本以教师控制为主，学生的自主性活动不多；2、教师过多地把精力集中在语言知识的讲解和机械的语言训练上，模仿→机械性操练→对话的模拟表演，这从形式上看是让学生运用新语言交际，实际只是背诵课文，学生真正用自己的思维方式“说”英语的机会比较少；3、由于课堂思维含量低，学生的主动参与意识不强，影响了课堂教学效果；4、纵观四个年级，从低年级、中年级到高年级，教师在课堂上对学生的口语训练没有系统目标，学生口语能力的培养缺乏梯度。
我们调查发现，一旦离开课本，学生就成了“哑巴”，他们不能自如地在真实的情景中运用所学知识进行表述。
为了改变现状，更好地贯彻教育部关于《英语课程标准》的精神，培养学生的英语口语能力，实现知识、技能向能力的转化，我们提出了本课题的研究。
二、概念界定、理论支撑与研究基础（一）关键词语的界定：英语口语能力：指学生用正确的英语语音语调进行会话、表述信息、交流思想的能力。
英语口语能力培养策略：策略指培养学生口语能力的方法，本课题指英语课堂教学中培养英语口语能力所采取的方法，措施。
（二）理论依据从心理语言学的角度来看，口语表达是人脑处理和控制语言的心理过程。
小朋友英语口语教研计划
小朋友英语口语教研计划英文回答：As a teacher working on a research plan for children's English oral skills, I have found that one of the most effective methods is to incorporate fun and interactive activities into the lessons. For example, I often use games like "Simon Says" to practice listening and following instructions. This not only helps improve their English vocabulary and comprehension but also keeps them engaged and motivated to learn.Another important aspect is creating a supportive and encouraging environment for the children to practice speaking English. I often pair them up for role-playing activities where they can pretend to be different characters and have conversations in English. This helps them gain confidence in speaking and also allows them to be more creative with their language skills.In addition, I have found that using visual aids suchas flashcards, pictures, and videos can greatly enhancetheir understanding and retention of new vocabulary and phrases. For example, when teaching about animals, I show them pictures of different animals and ask them to describe them in English. This not only helps them learn new words but also improves their ability to form sentences and express themselves.中文回答：作为一个致力于研究儿童英语口语技能的教师，我发现将有趣和互动的活动融入课堂是最有效的方法之一。
小学英语口语教学实践研究阶段性计划
小学英语口语教学实践研究阶段性计划As a teacher in primary school, I believe it is essential to create an engaging and effective English oral communication curriculum. 作为小学的一名老师，我相信制定一个引人入胜且有效的英语口语沟通课程是至关重要的。
To begin with, the curriculum should focus on practical and real-life communication skills that students can use in their daily lives. 首先，课程应该侧重于实用的、与生活息息相关的交际技能，这些技能学生可以在日常生活中运用。
In order to achieve this, activities such as role-playing, group discussions, and interactive games can be integrated into the curriculum. 为了实现这一目标，可以将角色扮演、小组讨论和互动游戏等活动融入课程中。
In addition, incorporating multimedia resources and technology can also enhance the learning experience and make the lessons more interactive and engaging. 此外，整合多媒体资源和技术也可以增强学习体验，使课程更具互动性和吸引力。
Furthermore, creating a supportive and encouraging environment in the classroom is crucial for students to feel comfortable and confident practicing their oral English skills. 此外，在课堂上营造一个支持性和鼓励性的环境对于学生感到舒适和自信地练习口语英语技能至关重要。
提高小学生英语口语交际能力课题个人计划
提高小学生英语口语交际能力课题个人计划English:To enhance the oral communication skills of elementary school students in English, I propose a comprehensive plan that integrates various teaching methodologies and activities tailored to the developmental stages and interests of the students. Firstly, I would introduce interactive and engaging classroom activities such as role-playing, storytelling, and group discussions to create a dynamic and stimulating learning environment. These activities not only encourage students to actively participate but also help them to practice using English in real-life situations, thereby improving their fluency and confidence in speaking. Secondly, I would incorporate multimedia resources, including educational videos, songs, and interactive games, to make the learning process more enjoyable and interactive. Utilizing technology can capture students' attention and facilitate better retention of language concepts. Additionally, I would emphasize the importance of vocabulary building and pronunciation through targeted exercises and drills. Providing students with a strong foundation in vocabulary and phonetics will enable them toexpress themselves more clearly and accurately. Lastly, continuous assessment and feedback will be integral to this plan to monitor students' progress and identify areas that require additional support or attention. Regular assessments, both formal and informal, willhelp to track improvement and adapt teaching strategies accordingly, ensuring that each student receives personalized guidance and support throughout their language learning journey.中文翻译:为了提高小学生的英语口语交际能力，我提出了一个综合计划，该计划整合了各种教学方法和活动，以适应学生的发展阶段和兴趣。
小学英语口语教学实践研究阶段性计划
小学英语口语教学实践研究阶段性计划全文共3篇示例，供读者参考篇1Interim Plan for Practical Research on Primary English Oral TeachingIntroductionAs a primary school student, learning to speak English fluently is one of my biggest challenges. While we spend a lot of time in class learning vocabulary, grammar rules, and reading comprehension, there just isn't enough focus on practical oral English skills. I often feel held back from freely expressing myself and engaging in real conversations. That's why for my research project, I want to explore better ways to teach practical oral English to young learners like myself. My goal is to develop an interim plan that primary school English teachers could follow to improve students' spoken English abilities.Literature ReviewIn preparing for this project, I reviewed some academic literature on teaching oral English to young learners. Most experts agree that the traditional grammar-translation teachingmethod focused on rote memorization is ineffective for developing real-world communication skills (Zhuang, 2015). Instead, teachers should use more communicative language teaching (CLT) approaches that create opportunities for authentic speaking practice (Khaefri, 2018). Role-plays, information gaps, games, and storytelling activities can all help make English class feel more like real-life conversations (Zhang, 2009).However, research also shows that Chinese primary school teachers face many challenges in implementing CLT due to factors like large class sizes, test pressures, and their own lack of oral training (Chen & Goh, 2011). Many teachers struggle with classroom management when doing open-ended speaking activities (Yan, 2015). There are also concerns about using too much Chinese in class versus providing maximum English exposure (Thompson, 1996). Overall, the literature suggests adopting CLT requires careful planning, teacher training, and a gradual transition.Proposed ActivitiesBased on my research, I've developed a comprehensive plan for English oral teaching that incorporates communicative principles while still being manageable for teachers and students.The activities aim to increase speaking practice, activate background knowledge, and create low-anxiety scenarios for language production.Warm-Up RoutinesEach class would begin with short 5-10 minute warm-up routines to get students using English right away in alow-pressure situation. Example activities:• Simple greeting exchanges ("How are you today?")• Singing/chanting familiar songs or rhymes• Discussing the day/weather/upcoming eventsThematic Unit StructureCore instruction would be organized into two-week thematic units exploring topics relevant to students' lives like food, holidays, hobbies etc. Within each unit, there would be specific sections for:• Background Knowledge: Introducing the unit theme with realia, visuals, videos etc. to activate prior knowledge and build vocabulary• Model Conversations: Teachers or course media providing examples of contextual English dialogues related to the theme that students can later practice• Controlled Practice: A varie ty of structured speaking activities with prompts, question banks, and templates to guide students like:- Question-answer practice (e.g. asking for opinions on holiday preferences)- Information gaps (e.g. describing favorite foods for partners to identify)- Situational roleplays based on the unit theme• Open-Ended Application: At the end of the unit, students work in pairs or groups on less-structured personalized conversations by asking and answering open questions about the theme and sharing experiences/opinions.Speaking PortfoliosEach student would keep a physical or digital "speaking portfolio" to document their progress. This could include:• Audio/video recordings of their speaking practice over the semester• Written reflections on strengths/weaknesses and improvement goals• Evaluations and feedback from the teacher or peersA portfolio would not only serve as motivation by allowing students to tangibly see their own progress over time, but also create individual accountability to consistently practice their oral skills.ConclusionThis interim plan aims to gradually build young learners' oral skills through meaningful, level-appropriate communicative activities grounded in their interests and experiences. The mix of structured and open-ended practice provides scaffolding to increase their confidence and fluency. Collecting portfolio artifacts engages students in self-assessment of their speaking. Most importantly, the thematic units and communicative tasks create an English classroom environment where using the language for true communication becomes the norm, not the exception. This learner-centered approach developing oral proficiency sets students up for lasting success.While implementing this comprehensive plan will require training and commitment from teachers, I'm hopeful it canrevolutionize the way English oral instruction is approached at the primary level. With proper speaking skills firmly established from an early age, young learners like myself will be empowered to express ourselves freely in English instead of just treating it as an academic subject. That's the kind of applied learning that truly resonates.篇2Interim Research Plan for Teaching Spoken English in Elementary SchoolsIntroductionAs an elementary school student, learning to speak English fluently is one of my biggest challenges and priorities. While we spend a lot of time in class reading, writing, and learning vocabulary and grammar rules, actually practicing spoken conversation doesn't get as much focus. I feel like by the time I get to middle school and high school, I'll be way behind native English speakers in my spoken abilities unless we find better ways to practice speaking at a young age.For my research project this semester, I want to explore different teaching methods and activities that can help elementary school kids like me improve our comfort and skillwith spoken English. My goal is to try out some new approaches in my own classroom and evaluate which ones are most effective based on student feedback and performance.Literature ReviewThere has been a lot of research on teaching spoken language skills, especially looking at ways to create an immersive environment similar to how babies acquire their native tongue through constant listening and practice. One of the most famous methods is the Total Physical Response (TPR) approach developed by James Asher, which uses physical movement and props to associate words with actions (Asher, 1969). TPR has been shown to help young learners pick up vocabulary and sentence structures more naturally.Other research emphasizes the importance of using authentic conversations and source materials, rather than artificial scripts and audio recordings (Gilmore, 2007). By listening to and practicing with real English used in movies, videos, radio shows etc., students can better pick up on natural cadences, idioms and context. Some studies have even experimented with having students negotiate simple transactions like ordering food or asking for directions with native speakers (Batstone, 2010).Games and role-playing scenarios are other popular techniques for getting students to practice spoken English in a low-pressure, interactive way (Huang, 2008). When speaking practice feels more like fun and play, students tend to worry less about making mistakes.There are also a growing number of language learning apps, software and virtual reality environments that provide opportunities for immersive English conversation practice (Godwin-Jones 2016). However, access to these technological tools can be limited, especially in underfunded public schools.Ultimately, research suggests that optimal spoken language acquisition requires a combination of contextualized input (listening to real English), structured output practice (focused speaking exercises), and communicative output practice (open-ended dialogues) (Shintani et al., 2013). But many of these studies were conducted with older students or adults - more research is still needed on the most effective approaches for young beginners in elementary school.MethodologyFor the first phase of my research project, I plan to try implementing four different spoken English practice activities in my 3rd grade classroom over the next two months:Weekly TPR sessions using gestures, props and actions to learn new vocabulary and sentence structures.Listening to audio clips or video excerpts of conversational English and completing comprehension exercises.Playing simple speaking games and role-playing exercises in pairs or small groups.Using language learning apps and software to practice simulated conversations.My teacher has agreed to dedicate 30 minutes per week to one of these activities during our regular English class time. I will keep a journal with observational notes about student engagement levels, areas of confusion or difficulty, and my own reflections on each method.At the end of the two months, I will create and administer a short survey for all students to provide feedback on which activities they found most enjoyable and helpful for improving their spoken English abilities. I will also meet with my teacher to review students' performance in spoken assignments and assess which methods seemed to provide the most benefit.Additionally, I will select a small sample of 4-5 students across different English proficiency levels to participate in briefrecorded interviews with me about their experience. These recordings will allow me to analyze samples of their spoken English output and perceived confidence/comfort levels before and after the two month intervention period.By triangulating the data from my observations, student surveys, teacher input and speech samples, I hope to identify which of the four methods was most effective overall for my elementary classroom environment. I can then make recommendations for focusing on that approach more consistently while also incorporating complementary elements from other successful methods.Potential LimitationsOne major limitation is the short two month timeframe, as spoken language acquisition is a gradual process that requires long-term practice and immersion. There could also be some self-reporting bias in the student survey responses based on which activities were perceived as more "fun" versus rigorous language practice.Another variable is the potential influence of at-home English exposure through TV, movies, games, family members, etc. Some students may get much more English input outside the classroom.Classroom dynamics and peer relationships could impact students' comfort levels with speaking up and making mistakes in front of others. Participation and performance may vary between whole-group activities versus smaller team/pair settings.There are also constraints in terms of available technology, teaching resources, class size and time that will determine how extensively certain methods like TPR props, videos and language learning apps can realistically be implemented.Ultimately, this will be a small-scale exploratory study within the confines of a single 3rd grade classroom. But I hope it will still provide some initial insights to inform elementary English teaching approaches.Next StepsUpon completing this first phase of research, my next step will be to work towards implementing the most successful method(s) more comprehensively and consistently throughout the whole school year. This could involve advocating for professional development and training for all English teachers to learn the relevant pedagogical techniques.I may also share my findings and recommendations with the school's English curriculum committee. If the results are particularly promising, we could explore ways to secure funding or apply for grants to access more teaching resources, props, technology tools etc. to facilitate spoken English practice across all elementary grade levels.Long-term, I think the goal should be to create an curriculum model that seamlessly integrates spoken conversation practice into daily English lessons, eventually achieving an ideal balance of input, structured output and open-ended communicative output activities. If we can find ways to get elementary students comfortable and skilled at spoken English early on, they will be much better prepared for English communication in higher education and future careers.While my initial scope is limited to just my 3rd grade class, I hope this research project will be a meaningful step towards enhancing spoken English instruction for elementary students like myself. Being able to confidently understand and engage in real English conversations will be an invaluable asset. I'm excited to explore which teaching methods can best help us get there.篇3Title: Fostering Effective Oral English Skills in Primary Students: A Research PlanIntroductionAs a primary school student, learning to communicate effectively in English is a crucial skill that opens doors to new opportunities and cultural experiences. However, mastering oral English proficiency can be a daunting task, especially in an environment where the language is not widely spoken outside the classroom. This research plan aims to explore innovative teaching methods and strategies to enhance the oral English abilities of primary students, ensuring they develop the confidence and competence to engage in meaningful conversations.Research ObjectivesInvestigate the current state of oral English instruction in primary schools, identifying strengths, weaknesses, and areas for improvement.Evaluate the effectiveness of various teaching approaches, such as communicative language teaching, task-based learning, and gamification, in fostering oral English skills.Explore the role of technology in creating engaging and interactive learning experiences for oral English development.Examine the impact of cultural exposure and immersive experiences on students' motivation and proficiency in oral English.Develop a comprehensive framework for integrating effective oral English teaching strategies into the primary school curriculum.Literature ReviewTo gain a comprehensive understanding of the research topic, a thorough literature review will be conducted. This review will cover the following areas:Theories and principles of second language acquisition, with a focus on oral communication skills.Existing research on effective teaching methodologies for oral English instruction in primary schools.The role of technology in language learning, including the use of multimedia, virtual reality, and online platforms.The importance of cultural awareness and intercultural communication in language education.Strategies for creating a supportive and engaging learning environment that fosters oral English development.Research MethodologyThe research plan will employ a mixed-methods approach, combining quantitative and qualitative data collection techniques to ensure a comprehensive and well-rounded analysis.Quantitative Methods:Surveys: Administer surveys to primary school students, teachers, and parents to gather data on their perceptions, attitudes, and experiences related to oral English instruction.Standardized tests: Conduct pre- and post-intervention assessments to measure students' oral English proficiency and track their progress.Qualitative Methods:Classroom observations: Observe English lessons in primary schools to gain insights into teaching practices, student engagement, and classroom dynamics.Focus groups: Conduct focus group discussions with students, teachers, and parents to explore their perspectives,challenges, and suggestions for improving oral English instruction.Interviews: Conduct semi-structured interviews with language experts, educators, and policymakers to gatherin-depth insights and recommendations.Data Analysis and InterpretationThe collected data will be analyzed using appropriate statistical techniques for the quantitative data and thematic analysis for the qualitative data. The findings will be interpreted in the context of the research objectives and existing literature, highlighting key patterns, trends, and insights.Expected OutcomesThe research project aims to achieve the following outcomes:A comprehensive understanding of the current state of oral English instruction in primary schools, including strengths, weaknesses, and areas for improvement.Identification of effective teaching strategies and methodologies that foster oral English proficiency among primary students.Recommendations for integrating technology and cultural exposure into oral English instruction to create engaging and immersive learning experiences.A proposed framework for implementing effective oral English teaching strategies in the primary school curriculum, incorporating best practices and evidence-based approaches.Significance and ImplicationsThe findings of this research will contribute to the advancement of oral English education in primary schools. By identifying effective teaching methods and strategies, the study will provide valuable insights and recommendations for educators, policymakers, and curriculum developers. Additionally, the proposed framework for integrating oral English instruction can serve as a practical guide for primary schools, enhancing students' confidence and competence in oral communication.ConclusionDeveloping strong oral English skills is essential for primary school students to succeed in an increasingly globalized world. This research plan outlines a comprehensive approach to investigating effective teaching methodologies, exploring therole of technology and cultural exposure, and developing a framework for integrating oral English instruction into the primary school curriculum. By fostering effective oral communication abilities, primary students will be better equipped to engage with diverse communities, pursue academic and professional opportunities, and become confident global citizens.。
小学英语课题研究计划(3篇)
小学英语课题研究计划（3篇）小学英语课题研究计划（3篇）小学英语课题研究计划篇1 一、学习有指导性的教育教学理论为使在课题研究中，学生能主动地在课内和课外形式多样的自主合作探究学习过程中不断完善自我，更好地把学英语和学做人有机结合起来，我主要进行了以下理论的学习：1、自主学习的理论。
强调英语学习是学生的个性化行为。
学生是学习的主体，英语学习是学生在教师指导下，以已有的知识和生活经验为基础生成的。
2、合作学习的理论。
通过创造性教育活动，教师与学生建立相互合作、信任理解的关系，活泼多样地发展学生多样化的才能。
在英语教学中，同一句型，同一话题，学生的理解往往是各式各样的。
针对这种情况，特别需要加强学生之间的交流与合作，使他们相互取长补短，都变得知识更加丰富，能力更加全面。
3、探究学习的理论。
同样英语的探究性学习，要把课文以及生活中的日常交际用语都作为探究的对象，也可以采取多种多样的方法，比如话题讨论、采访人物、体验学习、课堂讨论、查阅资料等等。
这种探究性的学习方式，可以使学生在更高的层面上进行学习。
二、研究目标1、研究学生的学习态度和兴趣，让学生认识到英语的重要性和趣味性，激发学生主动学习、乐于学习、养成良好的学习习惯，为学生的终身学习打下基础。
2、研究科学的教学策略和教学模式。
低段，特别是三、四年级的英语口语教学在目前还处在一个初级探索阶段，尚缺乏一定的系统性和完备性，教师要通过本校的实际情况和学生特点来制定教学内容和教学计划。
3、研究学生的学习过程，让学生在获取知识的每一个环节上都能积极主动、积极探索、积极参与。
三、研究有特色的课堂教学模式为了实现以教学实践不断丰富和发展课题预期目标，为教学特色建设提供教育资源保障和有力的支撑，我们积极整合各个教学环节中有效落实自主合作探究能力培养的方式和一般流程，构建自主、合作、探究性课堂教学模式框架，立足课堂教学开展英语研究性学习。
四、探索有价值的课堂教学策略教学内容的确定、教学方法的选择、评价方式的设计都应有助于这种学习方式的形成。
提高小学生英语口语表达能力的策略研究》课题研究计划
提升小学生英语口语表示能力策略研究》课题研究计划一、研究思绪和目标：利用前期课题研究结果，从强化英语口语训练入手，推进我校英语课题顺利实施，探讨提升学生口语能力基础策略，切实提升学生口语能力，结合我校实际情况和低年级儿童年纪特点，现将本学期工作安排以下：二、研究内容：1．研究课堂教学中增强英语口语表示实践步骤。
有意识地培养学生口语交际能力。
课堂上加强各步骤口语训练。
采取游戏、唱歌、演小品、演书本剧等多个形式充足训练学生口语表示能力、口语交际能力及演出能力，使学生口语能力在课堂上得以提升。
2．开展多种形式课外英语实践活动，锻炼学生口语交际能力。
老师在课余尽可能多举行班级、校级英语口语比赛、带学生多参与更高一级英语口语竞赛，提升学生练习英语口语主动性，刺激学生演出欲，让全体学生全部参与到课后练口语活动中来，使学生口语能力在课外生活中得以提升。
3．加强口语能力考评评价。
部署口头作业，如和同桌搭档编演小对话、将自己朗诵录下来等。
然后做得好以加小星来奖励，累计五颗星可换一颗印章，再以这类推换一张奖状。
三、研究过程中所采取方法：本课题研究关键方法是：教材分析，现实状况调查，教案研究，课堂教学，评教议学，测评，试验汇报，结果展示等方法进行。
1．观察法:采取直接观察和间接观察来观察学生学活动，需要用定量观察和定性观察来搜集课内外资料进行量化观察。
2．调查法:采取问卷，座谈，了解小学生口语学习水平现实状况和效果。
3．个案法：对不一样层次学生口语学习中普遍存在问题作好个案统计和分析。
4．活动研究法：在多种活动中不停调整、改善研究策略及方法，调整研究方案等；5．案例研究法：做好个案搜集，归类工作，从经典案例中找出规律，揭示规律。
6．经验总结法：结合自己教学经验和实践基础，不停总结英语教学经验，为本课题顺利开展和实施积累可供参考经验以指导此次研究。
四、本学期课题研究时间安排1．课题研究准备阶段（.2）：对我校学生英语口语学习现实状况开展调查，搜集资料、写成读书札记、资料卡片，撰写研究方案。
小学英语口语课题研究策划
小学英语口语课题研究策划一、研究思路与目标运用前期课题研究结题成果，从强化英语口语训练入手，分析影响学生口语能力的几种因素，探讨提高学生口语能力的基本策略，充分发挥教师的智慧，挖掘学生的口语潜力，切实提高学生的口语能力。
二、研究内容与策略1、研究课堂教学中增强英语口语表达实践环节。
有意识地培养学生的口语交际能力。
课堂上加强各环节的口语训练。
采用读字母、读单词、读句子、编对话、演小品、演课本剧等多种形式充分训练学生的口语表达能力、口语交际能力及表演能力，使学生的口语能力在课堂上得以提高。
2、开展各种形式的课外英语实践活动，锻炼学生口语交际能力。
教师在课余尽可能多举办校级英语口语的比赛、带学生多参加更高一级的英语口语竞赛，提高学生练习英语口语的积极性，刺激学生的表演欲，让全体学生都参与到课后练口语的活动中来，使学生的口语能力在课外生活中得以提高。
3、加强口语能力的考核评价。
将英语口语测试这一能力纳入平时的各类测试中，测试结果作为平时成绩记载，充分提高学生对英语口语的重视程度，在测试中运用读、说、演等多种形式进一步强化学生的口语表达能力，训练学生的心理素质。
三、着力完成的几项任务１、全面落实新课标要求，使每一位学生都能掌握一定的语言基础知识和基本技能，建立初步的语感，为真实交际打下扎实基础。
2、编写成套的口语训练案例。
3、通过总结课题研究成果，形成一条以课堂教学为主的口语训练模式4、每月组织举行一次不同形式英语口语竞赛，例如：英文诗朗诵、情景短剧表演（主要以对话为主）、英文故事朗读等。
四、研究过程中所采用的方法1、个案法：对不同层次的学生作好个案记录与分析，力求公平、客观、公正；2、活动研究法：在各种活动中不断调整、改进研究策略及方法，调整研究方案等；3、案例研究法：做好个案收集，归类工作，从典型案例中找出规律，揭示规律。
公务员之家小学是学生学好英语的基础和关键时期，同时培养学生具备良好的语感、语音、语调，使他们初步形成用英语进行简单日常交流的能力，是非常重要的。
小学英语课题研究计划11篇
小学英语课题研究计划小学英语课题研究计划11篇时间就如同白驹过隙般的流逝，相信大家对即将到来的工作生活满心期待吧！现在就让我们好好地规划一下吧。
好的计划都具备一些什么特点呢？下面是小编为大家整理的小学英语课题研究计划，仅供参考，欢迎大家阅读。
小学英语课题研究计划1一、目的意义在课堂观察中用目的性、有趣性、简洁性和创新性来验证热身活动的有效性，以及在过程中发现课前热身活动所隐含的问题。
其次，通过调查问卷获悉学生和教师对课前热身活动的态度。
然后通过人物访谈的形式了解师生对热身活动有效性的具体情况的认识。
最后在提高小学英语课堂中热身活动的有效性方面提供一些建议，帮助教师提高教学效率从而实现有效教学。
二、主要任务1、通过对观察、问卷和人物访谈数据整理和分析，明确课堂热身活动在具体实施中的问题。
2、根据调查中所发现的一些问题，对其原因进行分析。
用目的性、有趣性、简洁性和创新性来探究小学阶段哪些热身活动真正合理有效地融入到英语课堂中。
针对热身活动的有效性原则总结热身活动设计标准，为教师提供教学运用建议进而实现有效教学。
三、研究方法与教学实践相结合，保持研究的真实性、科学性，注意认真观察、不断总结。
在总结中反思，在反思中提高，以不断改进研究方法，取得研究成效。
1、根据20次课堂观察，对每个班级观察记录做出表格，就英语课前热身活动组织开展时间，热身活动开展方式讨论、分析讨论，反映热身活动的应用情况。
2、以问卷调查表与课堂观察中所得数据比较，验证调查结果的真实性。
根据不同对象，分析数据获知学生和教师对热身活动开展的态度，加深对小学英语课堂热身活动运用情况的'认识。
3、以学生问卷调查结果绘制图表，直观反映学生对课前热身活动的态度和期待。
4、从教师立场出发，通过数据，反映热身活动对课堂教学的重要性。
四、预设的研究结果1、通过此次研究调查发现很多因素在一定程度上都影响着热身活动在小学英语课堂教学中的有效性。
根据课堂观察、间卷调查和人物访谈等方法得知现今小学英语课堂中热身活动的组织状况以及师生对热身活动的认识与看法。
小学英语课题研究计划
小学英语课题研究计划英语课题研究个人计划篇一一．课题名称英语自主学习的教学策略研究二．课题的提出构建“自主、合作、探究”的教学模式成为我够中小学教育教学研究的热点。
中华人民共和国教育部颁布《英语课程标准》要求“积极倡导自主、合作、探究”的学习方式以后，全国各地对这种教学模式的研究有增无减，但是，目前我过中小学对“自主、合作、探究”的英语教学模式的研究存在缺陷，一般表现为：1、重视调动学生的学习积极性，但较少考虑学生的心理素质和学习习惯2、重视精讲多练，但较少考虑学生的合作精神和集体主义精神的培养3、重视提高学生的整体成绩，但较少考虑学生的个性差异4、重视城镇学生的学习研究，但较少考虑农村广大初中生的学习实际和心理特点、这些现象是造成我校“学困生”、“厌学生”渐多的主要原因，严重地影响了教学质量。
因此，在新形势下开展本课题的研究，将有效地转化上述“两生”，整体提高我校的教学质量，具有重大的理论意义和实践意义。
三．课题研究的理论依据。
1、以邓小平的“三个面向”、江泽民的“三个面向”的重要思想为指针。
2、以马克思主义的哲学和现代教育学、心理学、系统论、控制论、英语教学论等为理论基础。
3、以中共中央、国务院《关于深化教育改革、全面推进素质教育的决定》、国务院《关于基础教育与发展的决定》、教育部《英语课程标准》等文件为依据。
四．课题研究的内容围绕构建学生“自主研究、合作学习”英语课堂教学模式，研究：1、英语科的教学目标。
①英语知识教学目标；②英语能力培养感情；③英语情感陶冶目标2、英语课堂教学模式的构建原理。
①文件法规，文献资料；②英语科教学原理；③学生心理特征及其获取知识、提高英语水平的途径。
3、英语课堂教学程式。
①构建思路：自主是前提，合作是手段，探究是目的；②学习方式：教师引导，学生自主探究、合作学习；③课堂流程：A、激情导标B、独立自学C、讨论交流D、导语拓展。
4、英语科教学评估。
三个转变：①评价主题从“重教”转向“重学”；②评价内容从“重形式”转向“重效果”③评价重点从“教师讲评”转向“学生自评”。
小学英语口语教学实践研究阶段性计划
小学英语口语教学实践研究阶段性计划English: In the stage of small grade English oral teaching practice research, it is important to first establish a clear goal for the students' language learning. This could include developing basic vocabulary, improving pronunciation, enhancing listening skills, and building confidence in speaking. It is crucial to create a fun and engaging learning environment by incorporating various interactive activities, such as games, songs, role-plays, and storytelling. Teachers should also provide ample opportunities for students to practice speaking English through pair or group work, as well as individual presentations. In addition, using multimedia resources, such as videos and audio recordings, can help stimulate students' interest and provide them with real-life language models. Continuous assessment and feedback are essential in monitoring students' progress and addressing any areas of weakness. By implementing these strategies, teachers can create a positive and effective learning experience for young learners in their English oral communication skills.中文翻译: 在小学英语口语教学实践研究阶段，首先要为学生的语言学习建立明确的目标至关重要。
2020-2021学年度第二学期六年级英语课题研究
2020-2021学年度第二学期五年级英语课题研究小学英语口语的形成与探索【内容提要】小学阶段的英语口语评价教学是符合新课标理念的，是培养学生英语学习兴趣，提高效率的有益探索。
农村城镇小学英语口语教学有其独特性：英语学习内容与学生生活实际脱节，教师教法陈旧，学生课堂缺少快乐，不能学以致用。
针对现状，通过使用教育部基础教育课程教材发展中心英语教学评价项目办提供的《小学英语评价手册》（实验教材），选取切合各学段学生的英语学习内容，各年级分别采用不同的英语口语学习方法(游戏法、交际法和合作法)，并建立合理的评价系统来进行城镇小学英语口语教学的探索，让学生在主动、积极的学习环境中，自主参与，积极创新，发展一定的英语口语交际能力。
【关键词】实验教材英语口语评价方法有效课堂【正文】一、课题研究的背景：国家《英语课程标准》关于“要着重培养学生在人际交往中得体地使用英语的能力，为真实语言交际打基础”的要求，显示了新课改已经将培养学生的听、说能力摆在了英语教学的重要地位。
教育要面向世界，面向未来，能说会道，能言善辩是未来人才的重要标志之一。
所以，从小培养学生的说话能力尤显重要，而学生的英语口语交际能力就是信息时代英语教育的核心。
英语是一种语言，而语言是人与人之间交际的工具。
语言的交际是语言最本质的功能。
因此学习英语的目的在于用英语进行交际。
每个英语教师必须改变英语教学的观念，改革英语教学模式、方法，切实提高学生英语口语能力。
我国近年来在小学英语教学方面进行了较大改革，说的教学的重要性也已受到广泛的关注，而且《小学英语课程标准》也明确提出：侧重把听、说作为英语学习的主要手段和英语理解与表达的形式；采用听、说、读、写、玩、演、做、唱、视听等形式，表现语言习得和综合语言运用能力培养的效果；遵循综合语言能力形成的心理和生理发展过程。
如采用做动作等体态语言和唱、玩、做手工、演等多种外显形式促进语言技能的发展。
经过对我校小学生的问卷调查中看出，许多学生口语表达能力与课标中的要求有较大差距。
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小学英语口语课题研究计划
一、研究思路与目标
运用前期课题研究结题成果，从强化英语口语训练入手，分析影响学生口语能力的几种因素，探讨提高学生口语能力的基本策略，充分发挥教师的智慧，挖掘学生的口语潜力，切实提高学生的口语能力。
二、研究内容与策略
1、研究课堂教学中增强英语口语表达实践环节。
有意识地培养学生的口语交际能力。
课堂上加强各环节的口语训练。
采用读字母、读单词、读句子、编对话、演小品、演课本剧等多种形式充分训练学生的口语表达能力、口语交际能力及表演能力，使学生的口语能力在课堂上得以提高。
2、开展各种形式的课外英语实践活动，锻炼学生口语交际能力。
教师在课余尽可能多举办校级英语口语的比赛、带学生多参加更高一级的英语口语竞赛，提高学生练习英语口语的积极性，刺激学生的表演欲，让全体学生都参与到课后练口语的活动中来，使学生的口语能力在课外生活中得以提高。
3、加强口语能力的考核评价。
将英语口语测试这一能力纳入平时的各类测试中，测试结果作为平时成绩记载，充分提高学生对英语口语的重视程度，在测试中运用读、说、演等多种形式进一步强化学生的口语表达能力，训练学生的心理咨询压力问题，教师应该多给予学生必要的鼓励和肯定。
同时，为帮助学生克服畏难情绪的影响，教师首先要清除学生对英语口语的“恐惧感”，培养学生说英语的兴趣。
此外，教师应不时鼓励学生能即学即用，能将课堂上学到的运用到生活中，比如鼓励学生早晨见到老师能主动说：“ good morning!”下午放学时能主动说：“goodbye!”，只有这样才能达到学习英语的最终目的。
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